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(Re)Production and handling differences in subject teaching Prof - - PowerPoint PPT Presentation

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(Re)Production and handling differences in subject teaching Prof Dr. Tanja Sturm Tdivers, final-conference Ludwigsburg, 19th of November 2016 Introduction and focus UN-CRPD (2006; 2008): establishing an inclusive school system at all levels

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(Re)Production and handling differences in subject teaching

Prof Dr. Tanja Sturm

Tdivers, final-conference Ludwigsburg, 19th of November 2016

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29.11.2016 2

Introduction and focus

  • UN-CRPD (2006; 2008): establishing an inclusive school system at all levels

(Art. 24)

  • TDivers project
  • inclusion in a social, historical and cultural context (e.g. Allemann-Ghionda

2013; Powell 2011; Richardson/Powell 2011)

  • ‘technical’ and ’cultural’ approach of inclusive education (Slee/Weiner 2011)
  • ‘grammar of schooling’ (Tyack/Tobin 1994)
  • inclusive education: to overcome barriers of participation (Ainscow 2008)
  • understanding of school and teaching culture and it’s specific barriers to

participation

Tanja Sturm, ISP, PH FHNW

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Theoretical and methodological frame

  • Sociology of knowledge (Mannheim 1964)
  • social conditions effect any kind of knowledge and perspective
  • Documentary Method (Mannheim 1980; Bohnsack 2010)
  • reflective, theoretical knowledge: common sense, WHAT/WHY
  • practical, incorporated or experiential knowledge: „conjunctive knowledge“

(implicit knowledge, Polanyi 1966), HOW:

  • created by shared experiences (e.g. participate)
  • generating a framework of orientation

Tanja Sturm, ISP, PH FHNW

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Example 1: Dif-Sek project

  • (Re)Production of difference in secondary schools – a comparative study on

milieus of lesson in inclusive and exclusive schools (Sturm/Wagner-Willi 2014)

  • Tanja Sturm/Monika Wagner-Willi (Lead); Anika Elseberg/Benjamin Wagener

(doctoral students)

  • constructing and handling differences in different subjects and in different

school types of lower secondary

Tanja Sturm, ISP, PH FHNW

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Example 1: Dif-Sek project: context of the scene

  • German part of Switzerland, urban area: school system with different tracks,

starting at 6th grade

  • inclusive school on secondary level: includes basic and advanced level and

pupils with „special educational needs“ (SKBF 2014)

  • subjects German and Math: lectures taught in thematic periods of 2 weeks
  • teachers: subject teachers, two special education teachers
  • Mrs. Wyss: “You are going to get two terms from me, with which you will not be

able to get started. You will come together at the big table and try to sit down with one another, that it makes sense”

Tanja Sturm, ISP, PH FHNW

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Example 1: Comparing the stands

  • breach between task and doing

the work

  • breach between open setting

and closed task (Sturm/Wagner-Willi 2015a;b)

Tanja Sturm, ISP, PH FHNW

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Example 1: Sequences different, parallel and subsequences:

  • the organization of the group task
  • the German teacher instructing the continuance of the group task
  • playful flipping of paper at the table
  • parallel conversation of the special ed teacher and two students
  • finding of the ‘wrong card’.

Tanja Sturm, ISP, PH FHNW

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Example 1: Scequences different, parallel and subsequences:

  • the organization of the group task
  • the German teacher instructing the continuance of the group task
  • playful flipping of paper at the table
  • parallel conversation of the special ed teacher and two students
  • finding of the ‘wrong card’.

Tanja Sturm, ISP, PH FHNW

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Parallel conversation

  • Interaction between Mrs. Werner, Cem,

Basil in the background of the teaching around Mrs. Wyss

  • Compensating actions of Mrs. Werner
  • Pedagogical form of differences

between Cem and Basil

  • Forms of exclusion/marginalization

towards:

  • Interaction around Mrs. Wyss

explanations and questions

  • (male) peer interaction

(Sturm/Wagner-Willi 2015a;b)

Tanja Sturm, ISP, PH FHNW

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Example 2: PE lesson, Germany

  • project in cooperation with Prof. Dr. Bernd Gröben, University of Bielefeld
  • primary and secondary education; PE and social sciences
  • inclusive context, 7th grade, comprehensive school, urban area
  • 22 students
  • teacher in training and his mentor
  • theme: game of Basket-football

Tanja Sturm, ISP, PH FHNW

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Example 2: Stand 1

Tanja Sturm, ISP, PH FHNW

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Example 2: Stand 1

Tanja Sturm, ISP, PH FHNW

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Example 2: Stand 1

Tanja Sturm, ISP, PH FHNW

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Example 2: Stand 2

Tanja Sturm, ISP, PH FHNW

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Comparing the stands

  • different ways of participation in

relation to the ball game

  • playing
  • watching
  • conversations
  • Nils is in a special, excluded

position

  • expectations for participation:
  • catching and throwing the ball
  • tactics
  • wanting to win the game

Tanja Sturm, ISP, PH FHNW

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Resume and perspectives for inclusive subject teaching

  • understanding of achievement (Leistung) and level of competences are

relevant for participation in theme of the class

  • didactical frame
  • co-operation arrangement
  • task given to the students: competive
  • similar expectations for everyone
  • failing as a personal fate
  • comparing the students along each other, a ‘middle’, a ‘better/worse’

(Luhmann 2002, 64)

  • achievement frames the interactions as well as the topic and its learning (e.g.

Rabenstein et al. 2013; Sturm 2012)

Tanja Sturm, ISP, PH FHNW

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References

Ainscow, Mel (2008): Teaching for diversity. The Next Big Challenge. In: Connelly, F.M./Fang He, M./Phillion, J. (Hrsg.). The Sage Handbook of Curriculum and Instruction. Los Angeles, London, New Delhi, Singapore: SAGE Publications, S. 240-258.; Allemann-Ghionda, Cristina (2013): Bildung für alle, Diversität und Inklusion: Internationale

  • Perspektiven. 1. Aufl. Paderborn, München, Wien, Zürich: Ferdinand Schöningh.; Bohnsack, Ralf (2010a):

Rekonstruktive Sozialforschung. Einführung in qualitative Methoden. 8., durchgesehene Aufl. Opladen & Farmington Hills, MI: Verlag Barbara Budrich.; Bohnsack, Ralf (2010b): Zugänge zur Eigenlogik des Visuellen und die dokumentarische Videointerpretation. In: Corsten, M./Krug, M./Moritz, C. (Hrsg.). Videographie praktizieren. Herangehensweisen, Möglichkeiten und Grenzen. Wiesbaden: VS Verlag für Sozialwissenschaften, Springer Fachmedien, S. 271-294.; Bohnsack, Ralf/ Nohl, Arnd-Michael (2001): Ethnisierung und Differenzerfahrung. In: Zeitschrift für Qualitative Bildungs-, Beratungs- und Sozialforschung, 1, S. 15-36.; Booth, Tony/ Ainscow, Mel (2011): The Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Centre for Studies in Inclusive Education.; Fritzsche, Bettina/ Wagner-Willi, Monika (2015): Dokumentarische Interpretation von

  • Unterrichtsvideografien. In: Bohnsack, R./Fritzsche, B./Wagner-Willi, M. (Hrsg.). Dokumentarische Video- und
  • Filminterpretation. Opladen und Farmington Hills: Verlag Barbara Budrich, S. 131-152.; Luhmann, Niklas (2002): Das

Erziehungssystem der Gesellschaft. Frankfurt/Main: suhrkamp taschenbuch wissenschaft.; Mannheim, Karl (1964):

  • Wissenssoziologie. Berlin, Neuwied: Luchterhand.; Polanyi, Michael (1966): The Tacis Dimension. New York: Garden

City.; Powell, Justin J.W. (2011): Barriers to inclusion: special education in the United States and Germany. Boulder, CO: Paradigm Publishers. Rabenstein, Kerstin/ Reh, Sabine/ Ricken, Norbert/ Idel, Till-Sebastian (2013): Ethnographie pädagogischer Differenzordnungen. In: Zeitschrift für Pädagogik 59, 5, S. 668-690.; Richardson, John

  • G. / Powell, Justin J.W. (2011): Comparing special education: origins to contemporary paradoxes. Stanford.;

Tanja Sturm, ISP, PH FHNW

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References

SKBF (2014): Bildungsbericht Schweiz. Aarau: Schweizerische Koordinationsstelle für Bildungsforschung.; Slee, Roger/ Weiner, Gaby (2011): Education Reform and Reconstruction as a Challenge to Research Genres: Reconsidering School Effectiveness Research and Inclusive Schooling. In: School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice 12, 1, S. 83-98.; Sturm, Tanja. (2012). Praxeologische Unterrichtsforschung und ihr Beitrag zu inklusivem Unterricht. Inklusion

  • nline,

(1-2). http://www.inklusion-online.net/index.php/inklusion/article/view/151/143[Zugriff: 02.11.2016].; Sturm, Tanja/ Wagner- Willi, Monika (2014): Herstellung und Bearbeitung von Differenz im Fachunterricht der Sekundarstufe I – eine Vergleichsstudie zu Unterrichtsmilieus in inklusiven und exklusiven Schulformen. http://p3.snf.ch/project-152751. [Zugriff: 26.08.2015].; Sturm, Tanja/ Wagner-Willi, Monika (2015a): ,Leistungsdifferenzen’ im Unterrichtsmilieu einer inklusiven Schule der Sekundarstufe I in der Schweiz. In: Zeitschrift für Qualitative Forschung 16, 2, S. 231-248.; Sturm, Tanja/ Wagner-Willi, Monika (2015b): Praktiken der Differenzbearbeitung im Fachunterricht einer integrativen Schule der Sekundarstufe – zur Überlagerung von Schulleistung, Peerkultur und Geschlecht. In: Gender. Zeitschrift für Geschlecht, Kultur und Gesellschaft 7, 1, S. 64-78.; Sturm, Tanja/ Wagner-Willi, Monika (2016): Kooperation pädagogischer Professionen: Bearbeitung und Herstellung von Differenz in der integrativen Sekundarstufe. In: Kreis, A./Wick, J./Kosorok Lebhart, C. (Hrsg.). Kooperation im Kontext schulischer Heterogenität. Münster, New York, München, Berlin: Waxmann, S. 207-221; Tyack, David/ Tobin, William (1994): The "Grammar" of Schooling: Why Has it Been so Hard to Change? In: American Educational Research Journal 31, 453-479.; UN. (2006; 2008). Übereinkommen über die Rechte von Menschen mit Behinderungen. (dreisprachige Fassung im Bundesgesetzblatt Teil II Nr. 35 vom 31.12.2008). (Manuskriptdruck). Retrieved from http://www.un.org/depts/german/uebereinkommen/ar61106-dbgbl.pdf.

Tanja Sturm, ISP, PH FHNW

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Thank you very much!

Institut for Special education and psychology